Text Features Weather

Overview

In this third lesson of the unit, students will practice reading informational weather texts by analyzing how headings, captions, diagrams, and bold words help them understand key ideas. They will use sticky notes and a graphic organizer to explain the support these features give to the main idea and details.

Learning intentions

• Students will identify text features in weather informational texts and explain what each feature helps the reader understand.
• Students will ask and answer questions about a text by referring to specific parts of the text.
• Students will determine the main idea and key details and show how they connect.
• Students will use text features and search tools to locate information efficiently.

Success criteria

• I can identify at least three text features (for example: heading, caption, diagram, bold words) in my chosen weather text.
• I can explain how each feature helps me understand information in the text.
• I can tell the main idea and 2–3 key details using evidence from the text.
• I can answer text-based questions and point to where the answer is found.

Curriculum links

• Reading informational texts: ask and answer questions with explicit references to the text.
• Determine the main idea and recount key details that support it.
• Use context to determine meaning of academic and weather-specific words.
• Use text features and search tools to locate relevant information efficiently.
• Read and comprehend grade-appropriate informational texts independently and proficiently.

Lesson structure (45 minutes)

1. 0–5 min · Activate knowledge + purpose. Teacher displays a weather image (sun, cloud, rain) and asks what students already know. Students do a quick think-pair-share, then share 1–2 facts or questions about weather.

2. 5–12 min · Mini-lesson: how features help. Teacher shows a short weather page (projected or printed) and models placing 3 sticky notes: one on the heading, one on a caption, and one on a diagram or bold words. Students name the feature they see and predict what information it will likely help them find.

3. 12–24 min · Guided practice with sticky notes. Teacher rotates support: each table gets leveled print/digital weather texts plus a “Text Feature Helper” graphic organizer. Students read and place sticky notes on at least three text features, writing a brief note: “This helps me because…”

4. 24–34 min · Small-group discussion: main idea + evidence. Teacher leads a short protocol: “What is the main idea?” “Which details support it?” Students use sentence stems to answer, pointing to the text feature sticky notes as evidence.

5. 34–40 min · Language/meaning check (quick word work). Teacher chooses 2–3 domain words from the texts (for example: precipitation, forecast, evaporation) and has students match each word to a meaning using the text clues and/or visuals. Students share how the text feature (bold word, diagram labels, caption) helped them understand.

6. 40–45 min · Exit ticket: organizer explanation. Students complete a one-page check: choose three features from their page and write one sentence for each explaining how it helped understanding, plus one question they still have about weather.

Resources

• Leveled weather informational books (at least 3 reading levels)
• Printed or digital weather passages with headings/captions/diagrams/bold words
• Sticky notes (multiple colors)
• Graphic organizer: “Text Features & What They Help Me Learn”
• Teacher-projected page or document camera
• “Text Feature Helper” bookmark/guides for headings, captions, diagrams, bold words
• Chunked reading strips (short sections of the text)
• Dyslexia-friendly reading copies (larger font, spacing) and audio recordings
• Tactile text feature sorting cards (heading/caption/diagram/bold)
• Markers/pencils, highlighters (for assigned supports)

Assessment

• Formative: observe sticky-note accuracy and whether explanations connect to the feature’s purpose.
• Formative: listen during small-group main idea/detail discussion for evidence-based answers.
• Exit ticket: verify students identify and explain at least three text features and include a main idea connection.

Differentiation

• Dyslexia-friendly supports: provide dyslexia-friendly font copies, audio recordings, and a highlighted “Text Feature Guide” that labels where to look in the text.
• ELL supports: use sentence starters (“The heading tells me…”, “The caption shows…”, “The diagram helps because…”) and allow oral responses recorded by teacher or partner.
• Down syndrome support: provide tactile text feature sorting cards for matching feature type to where it appears on a page.
• ADHD support: offer chunked reading passages with short stop-and-check prompts (Feature 1 → Feature 2 → Feature 3). Reduce the amount of text while keeping the same learning target.
• Exceptional learners: provide a one-feature focus task (example: only identify and explain diagrams) plus an optional “What would the text miss without this feature?” challenge.
• Advanced/extension during class (if ready): ask students to add one additional feature beyond the required three and explain its effect on understanding.

Extension (optional)

• Ask students to create a weather fact brochure that includes at least three informational text features (headings, captions, diagrams, and/or bold words) to summarize key facts from their text, ensuring each feature has a purpose.